Experience of Medical School Faculty in the Transition From Lectures to Active Learning: A Phenomenographic Study

Purpose: Although there is a robust literature on the benefits and outcomes of active learning in medical education, little is known about the faculty experience of transitioning from lecture-based teaching to active learning in the preclinical, foundational science curriculum. The authors explored how faculty describe changing from lecture to active learning and how that change relates to the loci of control and basic psychological needs of faculty.

Method: Using a phenomenographic approach, the authors interviewed faculty at 3 medical schools who taught before, during, and after required shifts to active learning. Interviews were conducted, recorded, and transcribed between February and May 2022. Open-ended interview questions were developed to allow participants to share significant experiences and perspectives. The researchers collaboratively attributed participants' statements into categories of description of the change phenomenon. These categories were then grouped into an outcome space that represented aspects of the phenomenon and the relationships among them.

Results: The 15 participants described the change in instructional focus from lecture to active learning in 2 fundamentally different ways, defining the outcome space as 2 parallel sets of categories of description. A process set of categories describes the change in instructional focus from lecture to active learning as a process of instructional change, change in role, and socialization with other educators. The other categories correspond to motivation or demotivation via external and internal regulations related to self-determination theory.

Conclusions: This study offers valuable insights into the interconnected aspects of this educational transformation, providing perspectives that can guide future efforts in curriculum redesign and faculty support programs. Recommendations include engaging faculty in all stages of the transition, acknowledging and building on existing pedagogical innovation at the school, and providing options for faculty rather than a single prescribed approach. Future research should explore optimal approaches, timing, and support for curricular transitions.